Unique Ways of Thinking and Processing
Individuals with autism have different ways of thinking and processing information, often struggling to understand and respond to social cues. They may find it challenging to interpret or predict the emotions and behaviors of others. For example, Charlotte, a 7-year-old with autism, might push through a queue of children at the slide, unaware of their presence or the physical impact of her actions. Additionally, children with autism tend to take things literally and struggle with abstract language, sarcasm, and metaphor. If someone says, “Oh goodness, it’s hot in here,” a typical student might think about opening a window, while a student with autism might simply acknowledge the heat without taking any action to change it.
Tailoring Teaching Strategies
To effectively teach students with autism, it’s important to understand their distinct thinking styles. Here are three primary styles and how to accommodate them:
- Visual Thinkers:
- Temple Grandin, an autistic scholar, described her mind as similar to an internet search engine for images. Visual thinkers might quickly switch topics in a seemingly unrelated manner because of their visual connections.
- Teaching Strategy: Use visual aids such as pictures, charts, drawings, and computer graphics to help students understand and retain information.
- Verbal/Logical Thinkers:
- These students excel in language, literature, and speech. They enjoy making lists and memorizing facts, such as timetables, routes, or historical events.
- Teaching Strategy: Incorporate verbal instructions and written materials, and encourage activities that involve lists, stories, and factual information.
- Musical/Mathematical Thinkers:
- These students often have strong skills in music or mathematics. They benefit from using concrete objects and tangible shapes during lessons.
- Teaching Strategy: Use hands-on activities and physical objects to teach concepts, such as using dice or cardboard shapes for geometry lessons. Allow students to perform actions or observe demonstrations to enhance understanding.
Practical Classroom Modifications
- Avoid Vague Questions: Instead of asking, “Why did you do that?” be specific, such as, “I did not like it when you banged your book down.” This helps students with autism understand expectations and feedback more clearly.
- Incorporate Interests: Many students with autism have specific interests or strengths. Integrating these into lessons can increase engagement and motivation.
- Clear Instructions: Provide clear, concise instructions and avoid abstract language. Use step-by-step guides and checklists to help students follow along.
- Consistent Routine: Maintaining a consistent routine can provide a sense of security and predictability for students with autism.
- Visual Schedules: Use visual schedules to outline the day’s activities, helping students anticipate and prepare for transitions.
By understanding the unique ways that students with autism perceive and think, educators can develop teaching strategies that cater to their needs, ultimately fostering a more inclusive and effective learning environment. Matching the teaching style to the student’s needs is essential for their success and growth in the classroom.
